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Sl Knowledgemedia 210109mr

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Presentation given at Aarhus University, Denmark as part of a Master Class on January 21st 2009.

Published in: Education, Technology

Sl Knowledgemedia 210109mr

  1. 1. Second Life as Knowledge Medium in Distance Education Marianne Riis, PhD Candidate, Aalborg University
  2. 2. <ul><li>Second Life is not a game ! </li></ul><ul><li>Second Life is a world – the resident (user) must create his/her own purpose for being in-world </li></ul><ul><li> </li></ul><ul><li>“ Hallo, it’s 1’s and 0’s that disappear as soon as you unplug or loose your internet connection!” </li></ul><ul><li> </li></ul><ul><li>So, is it possible to use Second Life </li></ul><ul><li>to share and create knowledge?? </li></ul>
  3. 3. <ul><li>PhD (2008-2010):3D-mediation as a supplement in problem based blended learning at the Master programme on ICT and Learning, MIL and in the COMBLE project </li></ul><ul><li>Respectful and radical remediation within Didactic Design </li></ul><ul><li>Action Research inspired approach  explain, understand but also change existing practice </li></ul>
  4. 4. Research design <ul><li>Multiple case study </li></ul><ul><li>MIL (re design/ </li></ul><ul><li>participation)  </li></ul><ul><li>3-4 cycles </li></ul><ul><li>Blended </li></ul><ul><li>COMBLE (design/ </li></ul><ul><li>participation)  </li></ul><ul><li>2 cycles </li></ul><ul><li>Online/Blended </li></ul><ul><li>+ </li></ul><ul><li>Continous multiple </li></ul><ul><li>in-world observations and interviews </li></ul>
  5. 5. The MIL-SL course <ul><li>Period :5 weeks (November/December) </li></ul><ul><li>Subject : Analysis of ICT and Didactic Design (course 1 out of 2) </li></ul><ul><li>Analytical object : Locations and processes in Second Life </li></ul><ul><li>Goals : identify, analyze, assess and reflect based on theory and practice  Think out-of-the-box </li></ul><ul><li>Participants: 12-15 students, 1 teacher, 2 guest lecturers and several guests </li></ul><ul><li>Mode : Blended (methods, tools and locations) </li></ul>
  6. 6. MIL’ing class ’08
  7. 8. FirstClass (FC) setting
  8. 9. Second Life (SL) setting <ul><li>Respectful office </li></ul><ul><li>Radical classroom </li></ul>
  9. 10. SL pics Fall’08
  10. 11. Get-off-to-a-good-start <ul><li>MI build </li></ul><ul><li>Connectivism course </li></ul>
  11. 12. 25 scheduled activities (1-3 hrs.) <ul><li>Get-off-to-a-good-start </li></ul><ul><li>Building class </li></ul><ul><li>Didactic Design Discussions </li></ul><ul><li>Visits (education and business) </li></ul><ul><li>Friday Bar </li></ul><ul><li>Your Tour </li></ul><ul><li>X-Mas celebration </li></ul><ul><li>Ad hoc meetings </li></ul>
  12. 13. Building Class
  13. 14. Quantitative outcome (1) <ul><li>12 students participated full time , 1 student analyzed SL and GC and 2 students participated ad hoc </li></ul><ul><li>There were 25 scheduled activities lasting between 1-3 hrs. The students were expected to participate in 1 – all of them participated in several </li></ul><ul><li>The meta-conference in FC contained 232 postings (5 weeks) … </li></ul>
  14. 15. Didactic Design Discussions
  15. 16. Quantitative outcome (2) <ul><li>FC discussion postings: </li></ul><ul><li>Didactics and target groups – 32 postings by 12 students and me (8). Approx. 40 A4 pages. </li></ul><ul><li>Orientation and navigation – 8 postings by 5 students and me (1). Approx. 8 A4 pages. </li></ul><ul><li>Interaction – 0 posts! </li></ul><ul><li>Learning processes – 68 posting by 11 students and me (21). Approx. 83 A4 pages. </li></ul><ul><li>Audio-visuals – 9 postings by 2 students and me (4). Approx. 15 A4 pages.  almost 10 (3) postings pr. student (146 pages (36) ) </li></ul>
  16. 17. Danish educational visits <ul><li>Percipitopia </li></ul><ul><li>- SDU </li></ul><ul><li>WD’s holodeck </li></ul><ul><li>- Wonderful Denmark </li></ul>
  17. 18. Qualitative outcome (1) <ul><li>SL learning curve is very steep </li></ul><ul><li>Takes a lot of time, practice and patience </li></ul><ul><li>SL is still an emerging technology </li></ul><ul><li>Huge potential but too time consuming at this point </li></ul><ul><li>Considerations about target groups are important – teacher/facilitator crucial </li></ul><ul><li>Any pedagogical strategy can be used – all work with different purposes </li></ul>
  18. 19. International educational visits <ul><li>Rockcliffe University </li></ul><ul><li>- Canada </li></ul><ul><li>Metaverse Labs </li></ul><ul><li>- Israel </li></ul>
  19. 20. Qualitative outcome (2) <ul><li>A very social and personal environment </li></ul><ul><li>International/inter-cultural </li></ul><ul><li>Immersive and augmented depending on goals and processes </li></ul><ul><li>Avatar-mediation can be very fruitful, but also has some disadvantages </li></ul><ul><li>Communication and dissemination possibilities not good enough … yet </li></ul><ul><li>Don’t dismiss anything before trying – don’t judge a book by it’s cover! </li></ul>
  20. 21. International debate visits <ul><li>Metanomics </li></ul><ul><li>Science Friday </li></ul>
  21. 22. Flexibility in Distance Education? <ul><li>SL lacks sufficient asynchronous communication possibilities </li></ul><ul><li>At MIL synchronous communication is rarely used between teachers and students in the course periods – rationale: flexibility </li></ul><ul><li>MIL’s SL-course emphasized synchronous communication possibly creating a Rosenthal (pygmalion) effect! </li></ul>
  22. 23. SL entreprenuers <ul><li>Pop Art Lab </li></ul><ul><li>(non-profit) </li></ul><ul><li>Electric Pixels </li></ul><ul><li>(profit) </li></ul>
  23. 24. Friday Bar
  24. 25. Your Tour <ul><li>Genome Island </li></ul><ul><li>FLS </li></ul>
  25. 26. Student creations <ul><li>A conceptual model </li></ul><ul><li>(Cement Canning) </li></ul><ul><li>A photostory </li></ul><ul><li>(Halis Luminos) </li></ul>
  26. 27. Yes! SL can be used as Knowledge Medium
  27. 29. Future changes … <ul><li>Earlier (more focused) course start, includes rethinking f2f-seminar </li></ul><ul><li>Change assessment criteria </li></ul><ul><li>Limit activities (2-3/week)? + audio/video recordings </li></ul><ul><li>Annotate relevant places (SL pics) and references </li></ul><ul><li>Qualify entrance (SL tutors and Danish OI) </li></ul><ul><li>Qualify visits (planned dialogue) </li></ul><ul><li>Qualify Didactic Design Discussions (one for each element + ad hoc topics based on students’ interests) </li></ul><ul><li>Amplify use of student-knowledge (tours, teach each other) </li></ul><ul><li>Rethink building class concept </li></ul><ul><li>Rethink FC structure and use </li></ul><ul><li>(SLoodle  COMBLE) </li></ul>
  28. 30. Thx! <ul><li>Marianne Riis/ </li></ul><ul><li>Mariis Mills </li></ul><ul><li>[email_address] </li></ul><ul><li>http://milmariis.wordpress.com/ </li></ul>

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